نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی دانشگاه تربیت مدرس، تهران، ایران.

2 استاد گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران.

3 استادیار گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران.

4 دانشیار گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران.

5 دانشیار دانشکده معارف اسلامی و اقتصاد دانشگاه امام صادق(ع)، تهران، ایران.

چکیده

هدف پژوهش حاضر، طراحی و اعتباربخشی الگوی بهینۀ برنامۀ درسی سواد مالی برای دانش­آموزان دورۀ متوسطۀ اول بود.  برای گردآوری داده­ها از رویکرد کیفی به ­شیوۀ تطبیقی و اسنادپژوهی استفاده شد. جامعۀ پژوهش شامل اسناد سواد مالی طی بازۀ زمانی 2020-2000 بود. نمونه­گیری به­ شیوۀ هدفمند انجام شد و حجم نمونه شامل 90 سند بود. مبنای تحلیل و کدگذاری داده­ها واحد مضمون بود. روایی داده­ها از طریق سه­سویه­سـازی و چـک کـردن همکاران پژوهشگر اصلی و اعتباربخشی از طریق اجرای مجدد، حاصل شد. یافته­ها مطابق با الگوی اکر در قالب مؤلفه­های برنامۀ ­درسی سواد مالی شاملِ منطق، اهداف، محتوا، فرصت­های یادگیری، منابع، نقش معلم، زمان، فضا، گروه­بندی و ارزشیابی، تبیین گردید. برای اعتباربخشی الگوی پیشنهادی از ­شیوۀ گروه کانونی استفاده شد. بر اساس نتایج حاصل، ویژگی­های مؤلفۀ اهداف برنامۀ درسی سواد مالی بدین صورت اولویت­بندی گردید: 1) آماده­سازی نوجوانان در مدیریت امور مالی؛ 2) حصول امنیت مالی در ابعاد فردی، خانوادگی و اجتماعی؛ 3) برنامه‌ریزی­های کوتاه­مدت و بلندمدت مالی؛ 4) آینده­نگری و مسئولیت­پذیری مالی؛ 5) خودکارآمدی مالی و کارآفرینی؛ 6) ایجاد نگرش انتقادی نسبت به مسائل مالی؛ 7) تقویت قدرت تجزیه و تحلیل و حل مسائل مالی و 8) درونی­سازی ارزش­های دینی و اخلاقی. همچنین، تدوین استانداردهای ملی سواد مالی پیشنهاد شد.

کلیدواژه‌ها

عنوان مقاله [English]

Designing and Validation the Optimal Model of Financial Literacy Curriculum for Junior High School Students

نویسندگان [English]

  • nafiseh abaspour 1
  • javad hatami 2
  • Alireza sadeghzadeh 3
  • Mohsen eimani 4
  • Adel Peighami 5

1 Ph.D. Student of Curriculum Development, Tarbiat Modares University, Tehran, Iran.

2 Professor, Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran.

3 Assistant Professor, Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran

4 Associate Professor, Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran.

5 Assistant Professor, Faculty of Islamic Education and Economics, Imam Sadiq University, Tehran, Iran.

چکیده [English]

The aim of this study was to design and validate the optimal model of financial literacy curriculum for junior high school students. In order to collect data, qualitative approach was used using comparative method and research documents. The study population consisted of financial literacy documents during 2000-2020. Sampling was done purposefully and the sample size consisted of 90 documents. The basis of data analysis and coding was the theme unit. Data validity was obtained through triangulation and checking of principal researcher colleagues and accreditation through re-implementation. The findings were explained in accordance with Akker's model in the form of components of financial literacy curriculum including logic, objectives, content, learning opportunities, resources, teacher role, time, space, grouping and evaluation. In order to validate the proposed model, focal group method was used. Based on the results, the characteristics of the objectives of the financial literacy curriculum were prioritized as follows: 1) preparing adolescents for financial management, 2) achieving financial security in individual, family and social dimensions, 3) short planning Long-term and long-term financial, 4) financial foresight and responsibility, 5) financial self-efficacy and entrepreneurship, 6) creating critical attitudes toward financial issues, 7) strengthening the power of analysis and solving financial problems, and 8) Internalizing religious and moral values. Also, the development of national standards of financial literacy was proposed.

کلیدواژه‌ها [English]

  • Validation
  • Financial Literacy Model
  • Model Design
  • Junior High school
Abbaspour, N. (2022). Design and validation of optimal financial literacy curriculum model for junior high school students of the Islamic Republic of Iran. Ph.D. Thesis. Faculty of Educational Sciences. Tarbiat Modares University.
Adu, E. O., Galloway, G., & Olaoye, O. (2014). Teachers’ characteristics and students’ attitude towards economics in secondary schools: Students’ perspectives. Mediterranean Journal of Social Sciences, 5 (16), p. 455.
Alipour, F., Nateghi, F. & Faghihi, A. (2016). Identifying the components of economic education in curricula based on the basic data theory. 2nd International Conference on Engineering and Applied Sciences.
Althauser, K., & Harter, C. (2016). Math and economics: Implementing authentic instruction in grades K-5. Journal of Education and Training Studies, 4 (4), p. 111- 122.
Amagir, A. Groot, W., Brink, H. M. & Wilschut, A. (2018). “A review of financial-literacy education programs for children and adolescents”, Citizenship, Social and Economics Education, Vol. 17/1, pp. 56-80, http://dx.doi.org/10.1177/2047173417719555
Aprea, C., Wuttke, E., Breuer, K., Keng Koh, N., Davies, P., Greimel-Fuhrmann, B. & Lopus, J. S. (2016). International Handbook of Financial Literacy. Library of Congress Control Number: 2015959939 © Springer Science+Business Media Singapore 2016.
Aprea, C., Schultheis, J., & Stolle, K. (2018). Instructional integration of digital learning games in financial literacy education. In T.A. Lucey & K.S. Cooter (Hrsg.), Financial Literacy for Children and Youth (2te Auflg.). Frankfurt: Peter Lang.
Assan, T. E. B. (2011). Exploring learner understanding of economics and management sciences (EMS) concepts through variation of learning theory: classroom experiences. Problems of Education in the 21st Century, p. 29, 7-21.
Atkinson, A. & Messy, F. (2012). Measuring financial literacy: results of the OCD / International Network on Financial Education (INFE). pilot study.
Attard, C. (2016). Mathematics + Money = Engagement: Financial Literacy as a Tool to Increase Opportunity and Engagement with Mathematics for Students from Low SocioEconomic Areas,
Australian Securities and Investments Commission (ASIC). (2011). National financial literacy strategy. Sydney: Australian Securities and Investments Commission.
Australian Securities and Investments Commission (ASIC). (2012a). Money Smart teaching: Primary introduction. Teacher guide trial 2012-2013. Sydney: Australian Securities and Investments Commission.
Australian Securities and Investments Commission (ASIC). (2012b). Money Smart teaching: Secondary introduction. Teacher guide trial 2012-2013. Sydney: Australian Securities and Investments Commission.
Australian Securities and Investments Commission (ASIC).  (2012c). Money Smart teaching: Links to Australian curriculum. Retrieved 5 June 2013, from
Australian Securities and Investments Commission (ASIC). (2019). Money Smart Teaching. Implementation Guide Supporting guide for teachers and school leaders to implement the Money Smart Teaching program. Websites: asic.gov.au, moneysmart.gov.au. Version 2 January 2019.
Ayers, C. A. (2015). A qualitative study of the pedagogical content knowledge and personal orientations toward economics of award-winning secondary economics teachers. The University of North Carolina at Greensboro.
Badmos, M. AgbetiOluwayemisi, A. & Umeh Theresa, U. (2016). Instructional Material: Level of use in teaching and learning of economics in secondary schools. Mainland Education District IV, Lagos State Nigeria. Journal of Research & Method in Education (IOSR-JRME).6 (4): p, 107-112.
Blue, L., Grootenboer, P., & Brimble, M. (2014). Financial literacy education in the curriculum: Making the grade or missing the mark? International Review of Economics Education, 16, p.  51-62.
Brown, E. R. (2011). Comparison of instructional techniques of high school economics teachers in Georgia and Shenzhen, China (Doctoral dissertation, Capella University).
Bushati, D. (2010). Economics understanding of Albanian high school students: Factors related to achievement as measured by test scores on the test of economic literacy (Doctoral dissertation, University of Kansas).
Clitheroe, P., & Medcraft, G. (2015). Money Smart teaching; Teacher guide for teachers of primary and secondary students. Available at: https://www.moneysmart.gov.au/media/528357/mst_teacher_guide.pdf.
Cronin, S. (2015). Changing Perceptions: Six Third Teachers’ Experiences Integrating Economics with Book Clubs. Degree of Philosophy in Early Childhood and Elementary Education. The college of Education and Development. Georgia State University, Atlanta, GA.
Dube, V. S. & Asthana, P. K. (2017). A Comparative Study on Financial Literacy of Uttar Pradesh with Central Zone States in India. IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. Volume 19, Issue 10. Ver. III. (October. 2017), PP 22-27. www.iosrjournals.org.
Ebrahimi Herestani, A. .(2018) Designing an Economic Education Curriculum Model Based on Resistive Economy for Compulsory and first secondary schools. Ph.D. Thesis. Tabriz University. Faculty of Educational Sciences and Psychology.
Fernandes, D., Lynch, J. J.& Netemeyer R. G. (2014). Financial literacy, financial education, and downstream financial behaviors. Manag Sci 60(8):1861–1883. doi:10.1287/mnsc.2013.18-49.
Foladvand, A. (2020). Designing and validation of financial literacy educational content for second grade students. MSc Thesis in Educational Sciences, Primary School Education. Faculty of Psychology and Educational Sciences. Allameh Tabatabai University.
Ghandehari, A., Mehrmohammadi, M., Talei, E. & Faraji Dizaji, S. (2018). Comparative Study of Integration of Economic Education in Elementary School Curriculum in Countries Scotland, China and Australia and providing implications for economic education in Iran. Quarterly Journal of Education. No. 139.Pp. 59- 77.
Harnisch, T. L. (2010). Boosting Financial Literacy in America: A Role for State Colleges and Universities. Perspectivs. Fall 2020.
Hašek, R. & Petrášková, V. (2016). Financial Education in Teacher Training with Technological Support. © Springer Science+Business Media Singapore 2016 C. Aprea et al. (eds.), International Handbook of Financial Literacy, DOI 10.1007/978-981-10-0360-8-42.
Jafari, A. (2019). Identifying and prioritizing the components of financial literacy in preschool. Master's Thesis in Educational Sciences, Preschool Education. Faculty of Psychology and Educational Sciences. Allameh Tabatabai University.
Jappelli, T. (2010). Economic Literacy: An International Comparison. Center for Studies in Economics and finance. University of Salerno.
Johnson, E., & Sherraden, M.S. (2007). From financial literacy to financial capability among youth. Journal of Sociology and Social Welfare, 34(3), 119-145.
Javaherpour, A. (2017). A Comparative STtudy of Quebec & Ontario’s Curricula in Financial Literacy Education: Presence, Components & Aims. Department of Integrated Studies in Education, McGill University, Montreal A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Masters of Arts in Educational Leadership.
Kokkizil, M., Karakurum-Ozdemir, K. & Uysal, G. (2017). Financial literacy in developing countries. Topics in Middle Eastern and African Economies Proceedings of Middle East Economic Association. Vol. 19, Issue No. 2, September 2017.
Kose, T. (2016). Taking economics out of the classroom: a field assignment. International Journal of Pluralism and Economics Education, 7 (3), p; 323-333.
Lusardi, A. & Mitchell, O. S. (2008). “Planning and Financial Literacy: How Do Women Fare?”. Center for Research on Pensions and Welfare Policies, Turin (Italy), p; 5-16.
Msimanga, M. R. (2017). Teach and assess: a strategy for effective teaching and learning in economic and management sciences (Doctoral dissertation, University of the Free State).
Mwangi, J. K. (2001). Determinants of learning Achievement in Economics in Kenyan Secondary Schools. Unpublished Ph. D Thesis. University of Nairobi.
Messy, F. & Monticone. C. (2012), “The Status of Financial Education in Africa”, OECD Working Papers on Finance, Insurance and Private Pensions, No. 25, OECD Publishing. http://dx.doi.org/10.1787/5k94cqqx90wl-en.
Nazeer, A. (2006). Teaching economics at secondary school level in the Maldives: A cooperative learning model (Doctoral dissertation, The University of Waikato).
Nejadmehdi, R. (2008).  Teaching the basic concepts of economics in the early period of Iran and presenting a desirable model. Thesis Masters. Alameh Tabatabai University. Faculty of Psychology and Educational Sciences.
Niederjohn, M.S. Schug, M.C. (2008). Can Students Learn Economics in U.S. History? The Journal of Private Enterprise 23 (2), p. 167-176.
Nuraini, A., Sabri, M. F. & Afida, M. M. A. (2019). The Relationship between Attitude towards Money, Financial Literacy and Debt Management with Young Worker’s Financial Well-being. Social Sciences and Humanities Journal homepage:
http://www.pertanika.upm.edu.my/. Pertanika J. Soc. Sci. and Hum. 27 (1): 361 - 378 (2019).
OECD INFE. (2012). Financial Education in Schools.
OECD. (2014). PISA 2012 Results: Students and Money: Financial Literacy Skills for the 21st Century (Volume VI), PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264208094-enOECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy.
OECD. .(2019). Policy Handbook on Financial Education for Young People in the Commonwealth of Independent States. www.oecd.org/daf/fin/financial-education/financial-education.htm
Pakmehr, H. & Teimurid, M. (2016). Designing an economic education curriculum with an emphasis on religious principles. National Conference on New Education in Iran's Educational System. Ardakan Azad University.
Percy, A., & Tomlinson, J. (2011). APPG Report: Financial Education and the Curriculum, 1-52.
https://mei.org.uk/files/pdf/ Financial_Education_Final_report.pdf.
Pertiwi, R. S., Khafid, M., & Setyadharma, A. (2019). Factors Influencing Difficulties of Learning Economics (Study in Students of Kudus District High School). Journal of Economic Education, 8 (1), 48-56.
PISA (2012). Results in focus. (2014). What 15-years-olds know and what they can do with what they know. OECD 2014, 5, 1-35.
Roshandel, A., Amiri, H. & Toghyani, M. (2018). Financial literacy and the necessity of measuring it in the new educational system, a case study in Shahreza. Journal of New Educational Approaches, Faculty of Educational Sciences and Psychology, University of Isfahan, 13(1), 86-67. 
Salimipour Nodoushan, M. (2013). Financial literacy of high school students. Master's thesis. Department of Accounting. Islamic Azad University, Yazd.
Sekwena, G. L. (2014). Active learning in a high school economics class: a framework for learner engagement (Doctoral dissertation, University of the Free State).
Seyedi, B., & Ahmadi, P. (2019). Explaining the elements of economic education curriculum in general education course. Iranian Journal of Curriculum Studies. 14 (55), 5-44.
Siminica, M., & Dumitru, A. (2013). Self-directed learning in economic education. International Journal of Education and Research, 1 (12).
Smirnova, N. V. (2016). Economics across the curriculum: Integration of economic concepts into various disciplines. Perspectives on Economic Education Research, American Institute for Economic Research, 10 (1), p. 21-40.
Stigler, G. J. (1983). The Case, If Any, for Economic Literacy. Jornal of Economic Education. 14 (3), 60-66. Available online at http://www.jstor.org/stable/1182859.
Stolper, O. A. & Walter, A. (2017). Financial literacy, financial advice, and financial behavior. J Bus Econ (2017) 87:581–643 DOI 10.1007/s11573-017-0853-9. Published online: 4 March 2017.
Toghyani, M. (2012). Investigating the Main Components of Asalmi-Iranian Model of Economic Education. Ph.D. Thesis. Faculty of Economics and Islamic Education. Imam Sadiq University.
Xiao, J. J. & Porto, N. (2016). Financial Education and Financial Satisfaction: Financial Literacy, Behavior, and Capability as Mediators. Article in International Journal of Bank Marketing.
Xu, L. & Zia, B. (2012). Financial Literacy around the World. An Overview of the Evidence with Practical Suggestions for the Way Forward. The World Bank Development Research Group Finance and Private Sector Development Team.
Yidana, M. B. (2018). Comparative Effects of Problem-Based and Cooperative Instructional Approaches on Students’ Academic Achievement in Senior High School Economics. International Journal of Education and Evaluation, 4 (1), p. 31-53.